In 2011 it became statutory in Sweden that all pupils should have access to a school library. However, the law does not state what the school library should look like or what function it should have, which means that the law is open to interpretation by school authority. This means that the libraries’ are different in different schools and that the pupils get unequal access to the school library, which in turn can affect the school’s work towards becoming an equal school. The aim of this essay was to examine how different elementary school libraries in one municipality look like regarding the school library’s pedagogical role and conditions, and to examine what the school library’s role means for the work towards becoming an equal school. The study was performed using a qualitative method, in the form of semi-structured interviews that was analyzed using Loertscher’s taxonomy for school libraries. The result showed that the school libraries’ pedagogical roles were different in all the schools and that the school librarians had different possibilities to perform their work.